Grade 4 Curriculum Guide by Half Hollow Hills Schools

Unit Title:New York Indians of Native American Geography New York State Essential Question What is the topography of New York?

New York State Standards and Content Understandings:

Overview

Students will understand that: • Standard 1: • Where people live and work is influenced by their immediate surroundings and natural resources. • Location influences the way people live. • Different regions in New York vary in their physical, human and cultural characteristics. • Standard 3: • Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. • These skills of asking and answering questions will help students understand geography

Essential Questions: • How does the geography of New York State affect the way people live? • How do geographic features vary throughout New York State? • How does the geography of New York State affect the way people earn a living? • What is the significance of New York State’s location and its influence on people and other places?

Native American Indians of Unit Title: Geography New York State New York State Performance Indicators: • • • •

Students will know: How people live, work, and utilize natural resources. The location of places within the local community and state. How people modify and depend on the physical environment. Why places are located where they are, what is important about their locations, and how the locations are related to the locations of other people and places.

Overview

Vocabulary:

* bay * borough * cartographer * climate * compass rose * continent * degrees * east * equator * geography * grid * harbor * hemisphere * island * lake * landform * legend (key) * location * natural resources * north * North Pole * ocean * physical map

* plateau * political map * region * river * scale *south *South Pole *surveyor *symbol *topography * west

Native American Unit Title:New York Indians of Geography New York State

Overview

Skills: Students will be able to: Map and Globe Skills • Identify the major geographic features of New York State. • Explain how the geography of New York State has influenced its history and economy. • Examine different kinds of maps to identify and define their components, including key, title, legend, cardinal and intermediate directions, scale and grid. • Use a map grid to answer questions about location and place. • Use different types of map scales to measure the distance between two places. Research and Writing Skills • Investigate how people depend on and modify the physical environment. • Gather and organize geographic information from a variety of sources and display in a number of ways. • Analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data. Graph and Image, Analysis Skills • Draw maps and diagrams that serve as representations of places, physical features, and objects. Thinking Skills • Identify and compare the physical, human, and cultural characteristics of different regions and people.

Interpersonal and Group Relation Skills • Create an illustrated dictionary of geographical terms. • Cooperate to accomplish goals. • Assume responsibility for carrying out tasks.

Native American Unit Title:New YorkIndians of Geography New York State Task Title: New York State Regions Project

Assessment Evidence

Performance Task Overview: (GRASPS Format)

Students will become experts on a specific region of New York. See attached packet (page 1.1 - 1.9) for guidelines and activities.

Performance Outcomes/Products: • • • •

Map of one New York Region Completion of constructive response questions Completion of one multiple intelligence activity See Attached Worksheets (page 1.1 - 1.9)

Other Evidence: • • • • • • • • • • • • •

Picture Dictionary Completed worksheets Constructive Response Questions Board Game Friendly Letter T Chart Poem about a region Rap/song about a region Poster about a New York region Interview Skit Journal entry Given various types of maps, children will be able to identify the location of a given place, and answer and ask geographical questions • Create a map

Native American Unit Title:New YorkIndians of New York State Geography Learning Experiences and Instruction 1. Do a chalk talk to answer the question - What is Geography>?

Learning Activities

2. Read pages G4-G5 in New York Adventures of Time and Place.

3. Read pages G6-G7 in New York Adventures of Time and Place and complete Adirondack Park Map worksheet (See attachment 2) (use page G8 in the textbook). 4. Read pages G9-G11 in the New York Adventures of Time and Place textbook and complete the worksheet attached (See attachment 3.1 - 3.2). 5. Begin with a K-W-L, discussing what they know about New York and its geography. 6. Read New York Adventures of Time and Place chapter 1 pages 8-29. After each chapter answer the Think About It Questions. As you learn vocabulary add entries to your picture dictionary (See attachment 4). 7. Read New York Adventures of Time and Place chapter 2 pages 32 - 36. Make a t-chart comparing and contrasting renewable and nonrenewable resources. Explain how you use New Yorkâ&#x20AC;&#x2122;s resources every day. Be sure to include how you are a resource as well. Why is conservation Important? What are some ways you can help conserve our stateâ&#x20AC;&#x2122;s resources every day? (see attached 5.1-5.2) 8. Read New York Adventures of Time and Place about Regions of New York pages 42 - 47. As you read about each region, draw and label where each region is located on your map of New York (see attached 6). Make sure each region is a different color. 9. Discuss population with the class. Each group of children with receive a piece of paper and unifix cubes. Vary the size and shapes of the paper and the number of unifix cubes per group. They will need to figure out how to fit all of the unifix cubes on the sheet of paper. Each unifix cube represents 10 people. The students will come to the realization that the more people there are in an area the denser the population is.

Learning Activities

Native American Unit Title:New YorkIndians of Geography New York State

10. Do History Alive Lesson 14. Students should make a t-chart of their favorite board games on one side and reasons the games are successful on the other. Explain to the students that they will be making aboard game about the geography of New York State. Students will then read sections 14.1 - 14.3 and record notes and board game sheet (see attached sheets 7.1 and 7.2) While studying the geography of New York students will be responsible for keeping a journal of different facts they learned (see attached 8.1 - 8.3). These notes will be used to make the board game. Students will then identify the most important geographic features in New York State - such as cities, the capital, major physical features, and key constructed landmarks. Make a class list with their results. Divide students into pairs. Post the Transparency Information Master 14 - Board Game Example (see attached 9), ask the students questions (what do you see? what are the features of this game? Do you think this would be a fun game to play? To make? Why might this be a good game to help people learn their state’s geography? Pass out a copy of Student Handout 14: Creating a Board Game About Your State’s Geography to each pair and review project overview and requirements (see attached 10.1 - 10.4). Monitor the students’ progress, have the students display and play their games. Students should fill out the processing sheet 14 to self reflect on their work (see attached 11).

Native American Unit Title:New YorkIndians of Geography New York State Interdisciplinary Connections: Math

• Calculating Population Density • Measuring distance using a Map Scale

Science • • • •

Natural Resources Ice Glaciers Temperature/Climate Water Cycles

Physical Education • Skit

Arts

• Map making • Song Writing • Friendly Letter

English Arts

• Poetry • Play Writing

Native American Unit Title: Title:New York YorkIndians of Unit NewYork Title:New Geography Geography New York State Georgraphy

Resources

Other Resources: Trade Books:

• Geography from A to Z, by Jack Knowlton, and Harriet Barton • Earthsearch: A Kids’ Geography Museum in a Book, by John Cassidy • Kids Learn America!: Bringing Geography to Life With People, Places and History, by Patricia Gordon • New York (Rookie Read - About Geography), by Sarah De Capua • New York Public Library Amazing World Geography: A Book of Answers for Kids (New York Public Library Answer Books for Kids Series, by Andrea Sutcliffe • A Home Geography of New York City, by Gustave Straubenmuller • New York State and Its People: The Geography of New York State; the History of New York State, by G.R. Bodley • Dodge’s Geography of New York, by Alberty Perry Brigham • Cities and Towns (Discovering Geography (New York, N.Y.), by Fran Sammis • All Around New York: Regions and Resources, by Mark Stewart • New York, New York, by Paul J. Deegan • My New York, by Kathy Jakobsen

• • • • • • • • • • •

Internet Sites:

http://www.maps.com/FunFacts.aspx?nav=FF http://www.iknowthat.com http://fermi.jhuapl.edu/states/ny_0.html http://www.eduplace.com/ss/maps/n_america.html http://academic.brooklyn.cuny.edu/geology/leveson/core/linksa/maptop. html http://www.ipl.org/youth/stateknow/ny1.html http://www.50states.com http://www.theus50.com http://www.ipl.org/div/kidspace/stateknow/ http://www.netstate.com http://www,worldatlas.com

Unit 1 Changes and Additions 2008

2008

Name:___________________________ Date:____________ Social Studies Assessment New York State Geography Unit 1 1. What is the name given to the study of climate, landforms, bodies of water and natural resources of a specific place? (A) civics (B) economics (C) geography (D) history

2. In what region of the United States is New York found? (A) Northern (B) Southern (C) Southwest (D) Northeast 3. What country borders New York? (A) New Jersey (C) Florida

(B) Canada (D) Pennsylvania

4. Throughout history large numbers of people have settled along rivers. What is one reason early people choose to settle along rivers? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 5. The temperature for today in Dix Hills, N.Y. is 80째. It is very cloudy with gusts of rain. Does this describe the weather or the climate? Why? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Questions 6-8 refer to the map below. 6. Complete the legend using symbols for each landform. LEGEND Landform

Symbol

Plateaus Finger Lakes The Great Lakes The Hudson Rivers Mountains Oceans 7. Using the legend you have created, indicate the locations of each landform on the map of New York State. Compass Rose _________________

8. Title the map. Create a compass rose, showing both cardinal and intermediate directions.

Answer questions 9 â&#x20AC;&#x201C; 10 using the map on the previous page. 9. Using the scale and your ruler find out how many miles it is between Ticonderoga and Kingston? ____________________ 10. Answer the following question using your knowledge of New York State landforms and the above map. Explain why there are fewer crops growing in the northeastern portion of New York State? _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 11. Ring the occupation that most closely matches this icon:

(A) teacher (C) farmer

(B) fisherman (D) doctor

12. Using the chart, compare and contrast how the environment affects the way of life in the mountains and the coastal regions. How do the types of recreation and occupation compare in these two environments. Mountains Recreation

Occupation

Coastal Regions

2. In what region of the United States is New York found? (1 point) (A) Northern (B) Southern (C) Southwest (D) Northeast 3. What country borders New York? ( 1 point) (A) New Jersey (B) Canada (C) Florida (D) Pennsylvania

4. Throughout history large numbers of people have settled along rivers. What is one reason early people choose to settle along rivers? (3 point) Easier to transport goods, obtain food (fishing), travel ,irrigation, water 5. The temperature for today in Dix Hills, N.Y. is 80째. It is very cloudy with gusts of rain. Does this describe the weather or the climate? Why? ( 3 point) Weather is day to day and climate encompasses weather over a long period of time.

Questions 6-8 refer to the map below. 6. Complete the legend using symbols for each landform.(3 points)

7. Using the legend you have created, indicate the locations of each landform on the map of New York State. ( 3 points) Compass Rose ___New York State

8. Title the map. Create a compass rose, showing both cardinal and intermediate directions. ( 4 points)

Answer questions 9 â&#x20AC;&#x201C; 10 using the map on the previous page. 9. Using the scale and your ruler find out how many miles it is between Ticonderoga and Kingston? (2 points) accept between 120 and 150 10. Answer the following question using your knowledge of New York State landforms and the above map. Explain why there are fewer crops growing in the northeastern portion of New York State? (3 points) Since the northeast potion of New York is mountainous it is difficult to grow crops in this area. 11. Ring the occupation that most closely matches this icon: (1 point) (A) teacher (C) farmer

(B) fisherman (D) doctor

Occupation

Coastal Regions

Skiing, mountain biking, hiking,

Swimming, fishing, surfing, cannoning,

Lumberjack, ski patrol, mining,

Lifeguard, fisherman, coast guard, marine biologist,

Grading Scale 26-29 = 4 23-25 = 3 20-23 = 2 19 and below = 1

Unit 1: New York State Geography Performance Task Mini-Lessons Day 1: Where is New York in the United States? What states, countries, and oceans border New York? Day 2: How to read the parts of a map: map scale, compass rose, legend, rivers, roads, borders, and major cities. Day 3: Explore different types of maps: political, topographical (physical), resource, and climate map. Day 4: New York Topography-Where is the mountains, plateaus, and valleys located? Day 5: What is life like in the mountains, plateaus, and valleys? Day 6: Where are the rivers, lakes, and oceans in and around New York State? Day 7: What is life like by the rivers, lakes, and oceans? Day 8: What natural resources are found throughout New York? Day 9: Skill Assessment-See Activity A Attached Day 10: What is the importance of the Erie Canal and the Hudson River? Day 11: What natural resources are found throughout New York? Day 12: What is the climate of New York? How does the climate affect life in New York? Day 13: What plants and animals are found in New York? Day 14: How does the location of New York, its natural resources, physical features, and climate affect how people work and live?

Unit One: New York State Geography Performance Tasks Examine different kinds of maps to identify and define their components, including key, title, legend, cardinal and intermediate directions, scale, and grid. Use the blank map of New York to fill in the above features. (Identifies, researches and organizes information)

http://www.worldatlas.com/webimage/countrys/namerica/usstates /outline/ny.htm Examine a political map of New York. Identify the different regions and the highlights of each region. (Demonstrates an understanding of concepts and content; Identifies, researches and organizes information)

http://www.worldatlas.com/webimage/countrys/namerica/usstates /lgcolor/nycolor.htm Have students examine a physical map of New York State and determine the various topographical features of New York (e.g. mountains, valleys, rivers, etc.) Discuss and chart the benefits and drawbacks of living near mountains, valleys, and rivers. (Demonstrates an understanding of concepts and content; Identifies, researches and organizes information; Describes, explains and compares information using content specific vocabulary; Shares discoveries and information in discussion, writing, visuals and graphs) Have students examine a New York State natural resources map and determine the natural resources of regions. Complete attached activity A. (Demonstrates an understanding of concepts and content; Identifies, researches and organizes information; Describes, explains and compares information using content specific vocabulary; Shares discoveries and information in discussion, writing, visuals and graphs) Have students examine a climate map of NYS and determine the climate. What is the difference between climate and weather? (Identifies, researches and organizes information)

http://www.worldatlas.com/webimage/countrys/namerica/usstates /weathermaps/nyprecip.htm

Unit One: New York State Geography Performance Tasks Page 2 Using the various types of maps, students should decide on good regions to settle and list the advantages of each. Students should also think about the challenges of settling in that region and explain how these challenges might be overcome. Have students do the same for several other regions. You may want to divide students into groups for this activity; each group can focus on a different regions and then share their findings with the class. Findings can be presented as an oral report, written summary or using technology such as PowerPoint. (Demonstrates an understanding of concepts and content; Identifies, researches and organizes information; Describes, explains and compares information using content specific vocabulary; Shares discoveries and information in discussion, writing, visuals and graphs) Draw pictures showing how people make use of and modify their physical environments in New York. (e.g., land use for agriculture, mining, residential developments, transportation networks, recreation). (Demonstrates an understanding of concepts and content; Shares discoveries and information in discussion, writing, visuals and graphs) Have students draw and label the Erie Canal and cities along its route on a New York State outline map. Have students write a paragraph in which they inference the need for the Erie Canal. (Connecting the Finger Lakes with the Hudson River for easier transport of goods) (Identifies, researches and organizes information; Describes, explains and compares information using content specific vocabulary; Shares discoveries and information in discussion, writing, visuals and graphs)

http://www.worldatlas.com/webimage/countrys/namerica/usstates /outline/ny.htm

Unit One: New York State Geography Performance Tasks Page 3 Activity A Name:

Date:

Section 1: Fill in the table below using data you have collected from viewing various maps of New York. Major Features (Lakes, Rivers, Mountains, Plains, etc.) Ex: Long Island Sound

Possible Natural Resources (Oil, Fish, Water, etc.) Ex: Fish, Crab, Lobster

Finished Goods (Drinking Water, Corn, Wheat, etc.) Ex: Crab Cakes

Section 2: Complete the set of objectives listed below. 1. Choose a natural resource that can be found in one of the natural features you have seen on the map.

2. Draw a picture of the process this resource goes through to get from nature to your house.

3. Write a short description of the process you have just illustrated.

Native American Indians of New York State

Essential Question How did New York’s history and development play a role in shaping the new nation?

New York State Standards and Content Understandings: Students will understand that:

Overview

SS 3

History of the United States and New York • Native American Indians were the first inhabitants of our local region and state • The Iroquois (Haudenosaunee-People of the Longhouse) and the Algonquians were the first inhabitants of our state • The Iroquois and Algonquians met their basic needs of food, clothing, and shelter in what is now New York State • Native American Indians who lived in our community and State have achieved significant accomplishments and made important decisions

Geography • Geographic factors and the environment shaped Native American Indian settlement patterns.

Essential Questions:

• How has the climate and geography of New York influenced the Native American way of life? • What were the important accomplishments and contributions of New York’s Native American Indians? • Why is it important to investigate people of the past?

Overview

Native American Indians of New York State

New York State Performance Indicators: Students will know: • The important accomplishments of Native American individuals and groups, living in their neighborhoods and communities. • The different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State. • The roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. • The traditions transmitted by various groups living in their neighborhood and community. • How traditions and practices were passed from one generation to the next. • How people live, work and utilize natural resources. • The physical, human, and cultural characteristics of different regions and people. • How people depend on and modify the physical environment.

New Vocabulary: artifact archaeologist prehistory hunter-gatherer Iroquois Confederacy confederacy clan clan mother sachem wampum mammoths caribou Ice Age heritage adaptation

migration longhouse ancestor Haudenosaunee environment village council Three Sisters land bridge treaty Native American Indian wigwam cultural diffusion region interdependence

Overview

Native American Indians of New York State

Skills: Students will be able to: • identify first inhabitants of New York State • identify the environmental and geographic factors that influenced where they settled • describe and compare contributions of the Iroquois and Algonquians • define Native American terms • compare and contrast ideas • identify cause and effect • distinguish between fact and opinion • get information • organize information • apply information • analyze information • synthesize information • read maps, legends, symbols, and scales • make predictions • draw conclusions • support a position • cooperate to accomplish goals

Native American Indians of New York State Task Title: Native American Historian

Assessment Evidence

Performance Task Overview:

Pretend you are a historian who has been asked to evaluate a script for a movie about life in the Northeast during the 1700s. In one scene of the script, Native Americans are shown wearing feathered headdresses, hunting buffalo, and living in teepees. Write a letter to the director of the movie that explains why this portrayal is inaccurate, and suggest a more authentic way to portray Native American culture in the scene. Your letter should include elements of a formal letter, such as date, salutation, and closing; an introduction that identifies you as a historian and explains that you have been studying the Northeastern Woodland Indians; an explanation why their script is inaccurate; a description of how to more accurately portray the native Americans of the Northeast; artifacts to support your position; and no spelling or grammatical errors.

Performance Outcomes/Products: • • • •

Rubrics for self evaluation Oral presentation Written letter Artifacts

Other Evidence: • • • • • • •

Quizzes Tests Prompts Work Samples ELA Listening Prompt Teacher Questioning and Observation DBQ

Native American Indians of New York State

Learning Experiences and Instruction: • Select a spot in the classroom to settle and compare their experience to that of Native Americans (History Alive! Lesson Guide 2, page 20 and History Alive! Student Handbook, page 7). • Analyze a political cartoon (see attached).

Learning Activities

• Begin with a K-W-L, discussing prior knowledge of Native Americans. • Read in groups; • New York Adventures in Time and Place, Chapter 3. • New York State Activity Book, Lesson 1, pages 7 -23. • Create a Venn diagram comparing the Iroquois and Algonquians. • Have students label the six nations of the Iroquois Confederacy and the Algonquians on an outline map of New York State. • Work with students to compile a list of words that evolved from Native American Indian languages. • Discuss the meaning of these words in modern times. • Create an illustrated dictionary for the terms migration, environment, and adaptation integrating new vocabulary words (History Alive! Student Handbook, page 8). • Complete a Native American Web Quest to develop background knowledge of the different Native Americans who lived in New York State and how they lived and to create artifacts that are a part of their history and culture. ( www.ourlibrary.net/x92/nativeamericanwebquest.htm )

• Find three artifacts that were likely to have been created by a Native American tribe living in New York State (History Alive! Lesson Guide 3, page 31, 35-37 History Alive! Student Handbook, page 13).

Learning Activities

Native American Indians of New York State

• Have students make murals, models, dioramas and artifacts, depicting typical village life during the precolonial period. • Have students design and present wampum belts that tell a story. • DBQ assessment depicting the ways in which the Native American Indians met their needs for food, clothing and shelter depended on their surroundings (see attached). • Listen and respond to an Iroquois folk tale called Chestnut Pudding ( see ELA Curriculum Guide). • Read various biographies of Native American leaders and important people. Prepare a paragraph about the person’s accomplishments and/or contributions to the class. • Discuss how the Native Americans governed themselves and whether or not it was a democracy (see attached The Iroquois Confederacy). • Discuss the elements of letter writing. • Use cooperative groups to create the final performance task (see attached). • Whole class will meet to share their movie script evaluation and artifacts.

Native American Indians of New York State

Interdisciplinary Connections: Science

Woodland plants and animals Phases of the moon

Physical Education Lacrosse Dances

Arts

Murals Dioramas Models Artifacts Designs

English Arts

Read and Illustrate Legends Read and Illustrate Poems Write Legends Write Poetry ( www.oswego.org/testprep/ss5/b/basicneeds2r.cfm ) Write Myths ( www.oswego.org/testprep/ss5/b/basicneedsr.cfm )

Mathematics

Native American Geometry ( www.earthmeasure.com/Education/Intro/ ) Estimation, Counting, Measuring ( www.ed.uiuc.edu/YLP/Units/Mini_Units/94-95/Altenhoff.NativeAmerican/Popcorn-estimation.html )

Native American Indians of New York State

Resources

Trade Books:

Hiawatha & the Iroquois League by Megin McCloud and George Ypsilantis If You Lived With the Iroquois by Ellen Levine Indian Summer by Barbara Girion The Iroquois by Barbara Graymont The Iroquois by Virginia Sneve The Iroquois Indians by Bill Land Keepers of the Earth by Joseph Bruchac The Iroquois (Lifeways, Group 1) by Raymond Bial The Naked Bear: Folk Tales of the Iroquois by John Bierhorst The Native Stories from Keepers of the Earth by Michael J. Caduto Owl’s Journey: Four Centuries of an American Country by Maura Shaw The Seneca by Jill Du Vall Why the Possum’s Tail is Bare by James Connolly Sky Woman: Legends of the Iroquois by Joanne Shenandoah and George Douglas The Last of the Mohicans by James Fenimore Cooper The Legend of Sleepy Hollow by Washington Irving Rip van Winkle by Washington Irving Native American People: The Algonquians by Rita and Mary D’Apice The Algonquians by Patricia Ryan Quiri The Iroquois by Evelyn Wolfson The Boy Who Lived with the Bears: and Other Iroquois Stories by Joseph Bruchac Four Ancestors: Stories, Songs, and Poems from Native North Americans by Joseph Bruchac Little Firefly: An Algonquians Legend by Terri Cohlene The Complete Book of Indian Crafts and Lore by Ben W. Hunt

Resources

Native Americans of New York State

Internet Sites: • www.nysm.nysed.gov/IroquoisVillage • www.rom.on.ca/digs/longhouse/index.html • www.mce.k12tn.net/indians/crafts/easterncrafts.htm • www.nhusd.k12.ca.us/aive/wow/northwest%20cultures/northwest • www.hudsonvalley.org • www.geocities.com/EnchantedForest/Tower/1217/indians.html#b • www.oswego.org/testprep/ss4topic.cfm?TopicID=203

Native American Indians of New York State

Task Title: Native American Historian Performance Task: Pretend you are a historian who has been asked to evaluate a script for a movie about life in the Northeast during the 1700s. In one scene of the script, Native Americans are shown wearing feathered headdresses, hunting buffalo, and living in teepees. Write a letter to the director of the movie that explains why this portrayal is inaccurate, and suggest a more authentic way to portray Native American culture in the scene. Your letter should include: • elements of a formal letter, such as date, salutation, and closing. • a two or three sentence introduction that identifies you as a historian and explains that you have been studying the Northeastern Woodland Indians in New York State. • a paragraph that explains why it is inaccurate to show Native Americans of New York State wearing feathered headdresses, hunting buffalo, and living in teepees. • a paragraph that describes how to more accurately portray the housing, clothing, and food of Native Americans who lived in New York State. • no spelling or grammatical errors. • artifacts to support your position.

Unit 2 Changes and Additions 2008

2008

Name ______________________________ Date _________________ Social Studies Assessment Native American Indians of New York State Unit 2 1. A similarity between an Iroquois (Haudenosaunee) longhouse and an apartment building in New York City is that both are mainly used as (A) places of warship (B) centers for government (C) housing for many families (D) banking centers 2. Choosing the sachem, planting and harvesting the â&#x20AC;&#x153;three sisters,â&#x20AC;? and gathering nuts and berries were the traditional jobs of (A) Algonquian men (B) colonial women (C) Iroquois ( Haudenosaunee) women (D) indentured servants Base your answer to question 3 on the graphic organizer below and on your knowledge of social studies.

3. Which name best completes this graphic organizer? (A) Montauk (B) Iroquois (C) Algonquian (D) Mohican 4. The first Americans crossed a land bridge to arrive in North America. Which region did they come from? (A) Asia (B) Peru (C) Mexico (D) Alaska

Base your answer for number 5 on the chart below and on your knowledge of social studies.

5. As part of the Iroquois (Haudenosaunee) village council, village members have the right to (A) appoint council leaders (B) make decisions (C) make council plans (D) speak at council meetings 6. Algonquian people live in a (A) Wigwam (C) longhouse

(B) teepee (D) pueblo

7. State 2 reasons why the Iroquois formed the Iroquois League? _______________________________________________________ _______________________________________________________ _______________________________________________________ ________________________________________________________ 8. Prior to modern technology, explain one way Native Americans passed on their values, ideas, and traditions from generation to generation? _______________________________________________________ _______________________________________________________ _______________________________________________________ ________________________________________________________

Base your answer for numbers 9 and 10 on the image below and on your knowledge of social studies.

9. Native Americans used the resources around them to meet their needs. List three ways they use natural resources to live. 1. _______________________________________________________ _______________________________________________________ 2. _______________________________________________________ _______________________________________________________ 3. _______________________________________________________ _______________________________________________________ 10. Write a paragraph using a strong topic sentence comparing and contrasting your life to the Iroquois family in the picture. Provide at least 3 examples. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Name ______________________________ Date _________________ Social Studies Assessment Native American Indians of New York State Unit 2 1. A similarity between an Iroquois (Haudenosaunee) longhouse and an apartment building in New York City is that both are mainly used as (1 pt) (A) places of warship (B) centers for government (C) housing for many families (D) banking centers 2. Choosing the sachem, planting and harvesting the â&#x20AC;&#x153;three sisters,â&#x20AC;? and gathering nuts and berries were the traditional jobs of (1 pt) (A) Algonquian men (B) colonial women (C) Iroquois ( Haudenosaunee) women (D) indentured servants Base your answer to question 3 on the graphic organizer below and on your knowledge of social studies.

3. Which name best completes this graphic organizer? (1 pt) (A) Montauk (B) Iroquois (C) Algonquian (D) Mohican 4. The first Americans crossed a land bridge to arrive in North America. Which region did they come from? (1 pt) (A) Asia (B) Peru (C) Mexico (D) Alaska

Base your answer for number 5 on the chart below and on your knowledge of social studies.

5. As part of the Iroquois (Haudenosaunee) village council, village members have the right to (1 pt) (A) appoint council leaders (B) make decisions (C) make council plans (D) speak at council meetings 6. Algonquian people live in a (1 pt) (A) wigwam (C) longhouse

(B) teepee (D) pueblo

7. State 2 reasons why the Iroquois formed the Iroquois League? (3 pts) _______________________________________________________ -Make the nation stronger, - prevent fighting between them, -promote peace, 8. Prior to modern technology, explain one way Native Americans passed on their values, ideas, and traditions from generation to generation? (4pts) _____________Pictographs, storytelling_________________________ _______________________________________________________ _______________________________________________________ ________________________________________________________

Base your answer for numbers 9 and 10 on the image below and on your knowledge of social studies.

9. Native Americans used the resources around them to meet their needs. List three ways they use natural resources to live. (3pts) 1. __Tree bark to make house, Clay for pots, wood for fire, animals for clothes, blankets and food, crops for food, rocks to contain fire in pit _____________________________________________________ 10. Write a paragraph using a strong topic sentence comparing and contrasting your life to the Iroquois family in the picture. Provide at least 3 examples. (4pts) ______Any reasonable response ___________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Grading Scale 16- 18 = 4 14-15 = 3 12-13 = 2 11 and below = 1

Native American Indians Unit Title: Exploration and of Colonization New York State

Essential Question How did New York’s History and development play a role in shaping the new nation ?

Overview

New York State Standards and Content Understandings:

Students will understand that: Standard 1: • The slave trade carried enslaved people from Africa to the thirteen colonies; the slaves did many of the same jobs as the European colonists and free African Americans. • Dutch, English, and French colonists made lasting cultural contributions that helped shape our community, local region, and state. • The social/cultural, politic, economic, and scientific/technological life in the colonies changed over time. • Many different groups of people from all over the world migrated to our local region and state. • Everyday life in colonial New York was different from everyday life today. • In colonial New York, the New York Assembly was elected by some New Yorkers, but governors were appointed by the British government. • Colonial societies were organized to answer three fundamental economic question: What goods and services do we produce? How do we produce them? For whom do we produce them? • In our local region and state, there were many different ways of making a living during colonial times. • Many individuals and groups made important contributions to colonial life . Standard 2: • The slave trade carried enslaved people from Africa to the thirteen colonies; the slaves did many of the same jobs as the European colonists and free African Americans. • In colonial New York, the New York Assembly was elected by some New Yorkers, but governors were appointed by the British government.

Native American Indians Unit Title: Exploration and of New York State Colonization

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Overview

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Standard 3: Explorers from France, England, and the Netherlands came to what is now New York State in search for an all water route to Asia through North America. European exploration had social/cultural, economic, political. and geographic impacts on the Americas. The slave trade carried enslaved people from Africa to the thirteen colonies; the slaves did many of the same jobs as the European colonists and free African Americans. Many different groups of people from all over the world migrated to our local region and state. The colonists depended on and modified their physical environments. Standard 4: European exploration had social/cultural, economic, political. and geographic impacts on the Americas. The slave trade carried enslaved people from Africa to the thirteen colonies; the slaves did many of the same jobs as the European colonists and free African Americans. The social/cultural, politic, economic, and scientific/technological life in the colonies changed over time. In our local region and state, there were many different ways of making a living during colonial times. Standard 5: The slave trade carried enslaved people from Africa to the thirteen colonies; the slaves did many of the same jobs as the European colonists and free African Americans. Dutch, English, and French colonists made lasting cultural contributions that helped shape our community, local region, and state. In colonial New York, the New York Assembly was elected by some New Yorkers, but governors were appointed by the British government. Colonial societies were organized to answer three fundamental economic question: What goods and services do we produce? How do we produce them? For whom do we produce them?

Native American Indians Unit Title: Exploration and of Colonization New York State

Overview

Essential Questions:

1. Why did the European explorers travel to the new world? 2. What were the lasting economic, cultural, and social contributions made by the Dutch, English, and French colonists that helped shape our community, local region, and state? 3. What role did the British play in the development of New York government? 4. What was the different reasons that various groups came to New York State?(colonists, slaves, and indentured servants) New York State Performance Indicators: Students will know: • Why and how European explorers claimed land in North America. • The way of life of colonial settlers in each regions varied in relation to geography, religion, government, and economics. • All locations in the colonies had advantages and disadvantages for the settlement. • Actions of people resulted in changes to the environment. • The relationships between people and environments, and the connections of people and places. • The socioeconomic and political impact that slavery had on the colonies. • How the environment affected socioeconomic and political conditions. • The important accomplishments and contributions of Dutch, French, and English living in our neighborhood, community and state. • Roots of American Democracy stem from the New York Assembly.

Native American Indians Unit Title: Exploration and of Colonization New York State

Overview

Vocabulary:

• colonist • citizenship • colony • settlement • indentured servant • slave • slavery • democratic • economy • diversity • assembly • grant • occupation • capital • plantation • capitol • tax • culture • governor • merchants • explorers • Northwest Passage

Native American Indians Unit Title: Exploration and of New York State Colonization

Skills: Map and Globe Skills • Compare and contrast how the environment and geography influenced colonial settlement patterns. • Label the thirteen colonies.

Research and Writing Skills

Overview

• Create murals, models, and artifacts depicting typical colonial life. • Organize information to support a position that accurately portrays the housing, clothing, and food of colonial settlers.

Thinking Skills

• Identify the first settlers of New York State. • Describe and compare the contributions of the Dutch, French, and English settlers who lived in New York. • Compare and contrast how the Dutch, French, and English met their needs for food, clothing, and shelter.

Graph and Image, Analysis Skills

• Interpret, draw conclusions, and make predictions using graphs, tables, cartoons, painting, and photographs.

• • • • •

Interpersonal and Group Relation Skills

Create an illustrated dictionary of colonial words. Recognize and avoid stereotypes. Cooperate to accomplish goals. Participate in group planning and discussion. Assume responsibility for carrying out tasks.

Native American Indians Unit Title: Exploration and of Colonization New York State

Task Title: Time Travel Child

Assessment Evidence

Performance Task Overview: (GRASPS Format)

Imagine that your are a child living in current day. While on the school bus, you decide to review for your big test on colonial times. While studying you fall asleep. You awake to the neighing of horses. Confused, you look around only to realize you are in the back of a horse and wagon. Having studied hard for your unit test, you quickly realize you have gone back in time. Looking for help, you begin to wander around. A nice woman comes to your aid. She tells you that you are in the year 1673. She begins to inquire why you are dressed that way. You notice that many people are staring at you almost afraid to approach you. You looked down at your watch and notice that it is counting down. Your Task: Upon completion of the following tasks you will immediately be transported back to your school bus. You have seven days in 1673 to research the following topics: (Be specific) • What part of New York State did you get transported to? • How did you get back to the home that you are staying at? Was there any other way to get back to the home? • What type of work is done in your community? Is it influenced by the environment? • The family you are staying with sent you to the general store. How did you pay for the items that you bought? • What products are produced for export and what is imported to the area? • What type of government is in place during this time? Is someone elected or is there someone appointed? (Be specific) • On the family farm, you notice there are additional workers. Who are these people?

Native American Indians Unit Title: Exploration and of Colonization New York State

Assessment Evidence

Performance Outcomes/Products:

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Written Letter Illustrated Dictionary Oral Presentation Rubrics for self evaluation Mock Interview Simulation Travel Brochure Murals, diagrams and dioramas

Other Evidence: • • • • • •

Quizzes Tests Prompts Work Samples Teacher Questioning and Observation DBQ

Native American Indians Unit Title: Exploration and of New York State Colonization

Learning Activities

Learning Experiences and Instruction

• Begin with a carousel activity. The students are cooperatively grouped and proceed to different areas of the classroom. As they tour the room, they will write their prior knowledge of the New York explorers. Suggestion: use chart paper and different colored markers for each group. • Read in groups New York Adventures in Time and Place, Chapter 4 • Using biographies of Champlain, Verrazano, Cartier, Hudson and Columbus, have students research about explorers’ backgrounds, sponsor country, motive, dates of exploration, route of exploration, and impact on history. • Ask students to map places or structures in New York State that are named for explorers (e.g., Hudson River, Verrazano Narrows Bridge, and Lake Champlain). • As a follow up activity encourage students to complete the activities about Colonial New York on “Mapping Colonial New York.” • Have students prepare a mock interview of the explorers of New York State. Questions about country of origin, area of exploration, dates, and significance of the journey should be included. Make a class chart of information gathered. • Excavate and examine objects from a sunken Age of Exploration ship. (History Alive! Student Handbook, Lesson 4, page 40-47, transparency 4)

Native American Indians Unit Title: Exploration and of Colonization New York State

• Create a simulation on what life would be like on a sailing vessel and navigation instruments used by explorers.

Learning Activities

• DBQ assessment depicting the growth of New York during the Early Colonial Period.

• Write a letter to a family member back home. Explain why you came to the New World, and explain what your life is like in the New World. • Use a matrix to compare the New England Colonies, Middle Colonies, and Southern Colonies. (History Alive! Read pages 6775 to use as a guide to fill out the matrix). • Study the graphs on Trade in Colonial New York and answer the questions. • Work in cooperative groups to determine which skilled workers were needed to complete the following jobs: building houses, business trade, food production, and protection of settlements. • Create a Venn diagram to compare slaves and indentured servants. • Read the information on Slave Ships and study the diagram with a partner. Complete the questions based on what you learned. • Make a travel brochure on one colony that you would like to live in.

Native American Indians Unit Title: Exploration and of Colonization New York State

Learning Activities

• Use your resources to learn how early settlers supported themselves and their families. Then design an advertisement for a product or service made or provided by early settlers in your community. You may use the advertisements that appeared in colonial newspapers as examples (see attached).

• Create an illustrated dictionary of colonial terms. • Create murals, models, diagrams, and artifacts depicting typical colonial life. • Using a primary document, compare and contrast the English language of Colonial Times to today. • Work in pairs to have children role-play a conversation between a child from the 1600’s and a child from present day.

Native American Indians of Unit Title: New York State

Interdisciplinary Connections:

Connections

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Science

Candle Making Make Ice Cream Dying cloth Make Butter Crops

Physical Education Lawn Bowling Hoop Rolling Bilbo Catching European Dancing Game of Goose

Arts

Murals Dioramas Models Artifacts Designs Spinning and weaving

English Arts

Illustrated Dictionary Written Letter Travel Brochure DBQ Compare and contrast the English language of Colonial Times to today.

Native American Indians Unit Title: Exploration and of New York State Colonization

Resources

Other Resources: Trade Books:

• Champlain, Father of New France by Cecil Edwards • Columbus Day: Celebrating a Famous Explorer by Elaine Landau • The Discovery of America: From Prehistory Through the Age of Columbus by Betsy and Guilio Maestro • Explorers of the New World by Future Vision Media • Exploring North America by David Antram and Jacqueline Morley • Henry Hudson: A Discovery Book by Carl Carmer • Owl’s Journey: Four Centuries of American Country by Maura Shaw • Pedro’s Journey by Maura Shaw • The Third Voyage of Master Henry Hudson by Maura Shaw • The Travels of Henry Hudson by Joanne Mattern • Chronicle of America: Colonial Times by Jay Mastoff • The Day Peter Stuyvesant Sailed into Town by Arnold Lobel • Emma’s Journal: The Story of a Colonial Girl by Marissa Moss • Meet Felicity by Valerie Tripp • The New York Colony by Dennis Brindell Fradin • Samuel Eaton’s Day: A Day in the Life of a Pilgrim Boy by Kate Waters • Sarah Morton’s Day by Kate Waters • Peter Stuyvesant of Old New York by Anna and Russel Crouse • Colonial America by Mary Kay Carson • Colonial Times by Joy Masoff • Colonial Life and the Revolutionary War in New York by Kerri O’Donnell • If You Lived in Colonial Times by Ann McGovern

Internet Sites:

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www.mariner.org/age/navigation.html www.newnetherland.org www.ulster.net~hrmm/halfmoon/1609moon.htm www.nnp.org www.hfmgv.org/education/smartfun/colonial/intro www.socialstudiesforkids.com www.nps.gov/fofr/col_kids.htm

The Revolutionary War in New York State Essential Question How did the Revolutionary War impact New York State and the United States of America?

New York State Standards and Content Understandings: Students will understand that:

Overview

History of the United States and New York State • There were social, political, and economic causes of the American Revolution • There were several factors that led to the start of the American Revolution. • New York played a key role in the American Revolution due to its location. • Several of the American Revolution’s key battles were fought in New York. • Not all colonists held the same viewpoint regarding the struggle against Great Britain. • Events leading to the American Revolution influenced many colonists to assume leadership roles in the fight for America’s independence.

Economics • The American Revolution was partially caused by the economic effects of taxation on the the colonists. • Once the war was over, trade between Great Britain and America had decreased.

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

Overview

The Revolutionary War in New York State

Civics, Citizenship, and Government • The foundations for American democracy and the new government can be traced to the Mayflower Compact, the Declaration of Independence, and the Constitutions of the State of New York and the United States of America. • Thomas Jefferson’s ideals of life. liberty and the pursuit of happiness were realized through the patriots’ victory over England. • The Bill of Rights lists the fundamental rights that belong to the people. • Many individuals and groups helped to strengthen democracy in the United States. • The traditions of people from a variety of groups and backgrounds played important roles in establishing the roots of American culture. • Shared values, practices and traditions unite all Americans. • The American Revolution continues to serve as a model for democratic revolutions throughout the world.

Essential Questions: • What were the causes of the American Revolution? • What laws led up to the decision to fight the British and what were the Patriots reaction to these laws? • What were the viewpoints of the Patriots and Loyalists? • What was the purpose of the Declaration of Independence and the Bill of Rights? • What were the effects of the American Revolution? • What was important about New York’s role in the American Revolution?

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

Overview

The Revolutionary War in New York State

New York State Performance Indicators: Students will know: • New York State’s location and its relationship to the locations of other people and places meant that New York would play a key role in the American Revolution. • The causes and events leading up to the American Revolution. • Not all colonist held the same viewpoint regarding the struggle against Great Britain. • The leaders of the American Revolution came from all walks of life and regions of the thirteen colonies. • Several key battles of the Revolution were fought along New York;s rivers and lakes. • The patriots utilized warfare tactics that lead to their victory despite the fact that Great Britain was a major world power. • The American Revolution had a lasting effect on the power of the Iroquois League. • The American Revolution had a lasting impact on New York. • The outcomes of the American Revolution including the development of a new nation.

Vocabulary: Boston Tea Party Boston Massacre boycott colonist colony Committees of Correspondence Constitution Continental Congress Declaration of Independence freedom government independence liberty loyalist militia

Minutemen Parliament patriot patriotism Quartering Act representative retreat revolution Sons of Liberty Stamp Act surrender tariff tax Townshend Act trade _______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

Overview

The Revolutionary War in New York State

Skills: Students will be able to: Map and Globe Skills • Compare and contrast how the environment and geography influenced the battles of the American Revolution. • Label a map of New York to show important places, events, and battle sites. Research and Writing Skills • Create murals, models, and artifacts depicting the Revolutionary War period. • Write letters and journal entries from the point of view of various types of people living during the Revolutionary War (patriot, loyalist, soldier, family member left at home, British soldier, etc.). • Write newspaper articles about events leading to the American Revolution. • Prepare a mock interview of key figures, soldiers, etc., from this period. • Role-play a conversation between a soldier from the 1700’s and today. Thinking Skills • Create a Venn diagram comparing and contrasting the viewpoints of the loyalists and patriots. • Identify people who played an important role in the American Revolution. • Compare and contrast the warfare tactics of the patriots and the British Militia. • Create a flow chart of the events leading up to the first battle of the Revolutionary War. • Interpret the motivations and goals of the Declaration of Independence. Graph and Image Analysis Skills • Interpret, make predictions and draw conclusions using graphs, tables, cartoons, paintings, and photographs. • Create a timeline of the major historical events of the American Revolution. Interpersonal and Group Relation Skills • Create an illustrated dictionary of terms. • Cooperate to accomplish goals. • Participate in group planning and discussion. • Assume responsibility for carrying out tasks.

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

The Revolutionary War in New York State Task Title: Causes of the American Revolution DBQ Performance Task Overview:

Assessment Evidence

Directions: Read the documents in Part A and answer the question after each document. Then read the directions for Part B and write your essay.

Historical Background: There were many causes to the American Revolution. The long struggle between England and her 13 colonies in America took place over several years during the middle of the 18th century. A number of important events lead up to the Revolutionary War, which resulted in freedom for the colonists and the birth of the United States of America. Task:

The 1760’s and 1770’s were years of dissatisfaction and rebellion for colonial America. Using the following documents, write a factual essay that describes the events that lead up to the Revolutionary War. Include information about acts passed by British Parliament, political cartoons, newspaper articles, engravings, protests, and clashes between the colonists and the British.

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

The Revolutionary War in New York State

Performance Outcomes/Products: • Written letter • Journal entry • Illustrated dictionary • Oral presentation • Rubrics for self evaluation • Mock interview • Simulation • Murals, diagrams, and dioramas • Document based questions

Other Evidence: • Quizzes • Tests • Prompts • Work samples • Teacher questioning and observation • Constructed response questions

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

The Revolutionary War in New York State

Learning Activities

Learning Experiences and Instruction: • Begin with a chalk talk activity, which entails posting the topic American Revolution on the board or chart paper. Break class into 3 groups and give each group a different colored marker. Then each group can write any prior knowledge they have about the topic. Teacher can lead a class discussion on the information presented. • To demonstrate the idea of taxation without representation, use attachment 1: Tax Activity. • Write letters to King George of England expressing their discontent. • Create a poster protesting the taxation acts of the American Revolution (see attachment 2). • Create a flowchart of the events leading up to the American Revolution (see attachment 3). • Read in groups Chapter 5 in New York: Adventures in Time and Place. • Create a Venn diagram comparing the loyalist and patriots (see attachment 4). • Using a map of New York and its bordering colonies, students will identify the location of the Battle of Saratoga, the key leaders of the battle and the goals of each side (see attachment 5). • Create a puzzle piece timeline of the major events of the Revolution - see attachment 6 (or students can use the software Timeliner to publish their timelines).

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

Learning Activities

The Revolutionary War in New York State

• Create murals, dioramas, diagrams and artifacts relating to the American Revolution. • Write journal entries from the viewpoint of the loyalists or patriots. • Use History Alive! lessons from chapters 10, 11, 12, and 13. • CRQ worksheets that correlate to specific topics of the American Revolution (see attachments 7,8,9).

Document Based Questions Activities: At this point in the year, it is important to further develop the skills needed for DBQs in order to prepare students for the NYS Social Studies assessment in grade 5. Included is the following DBQ packets to address this need. • New York’s Role in the American Revolution DBQ #1 • Revolutionary War: Patriots and Loyalists DBQ #2 • Growing Tensions Between Britain and the Colonies DBQ #3

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

The Revolutionary War in New York State

Interdisciplinary Connections: Physical Education Dominos Tiddlywinks Pick up Sticks Baseball Chess Checkers Backgammon

Arts

Murals, posters, or graphic organizers highlighting our patriotic holidays and celebrations Analyze political cartoons Illustrate the right that is guaranteed in each of the amendments of the Bill of Rights Learn words to patriotic songs

English Language Arts

Create an advertisement, using words and pictures, to illustrate an opinion regarding the American Revolution Write a class or school constitution Role-play a “Meet the Press” function with the founding fathers (John Hancock, George Washington, John Adams, James Madison, John Jay, Alexander Hamilton, Thomas Jefferson, and Benjamin Franklin) Rewrite the Pledge of Allegiance to simplify the text for younger students

Mathematics

Interpret graphs and tables

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

The Revolutionary War in New York State

Resources

Trade Books:

And Then What Happened Paul Revere? by Jean Fritz Paul Revere’s Ride by Henry Wadsworth Longfellow Black Heroes of the American Revolution by David Murka Building a New Land: African Americans in Colonial America by James Haskins and Kathleen Benson Buttons for George Washington by Connie and Peter Roop The Boston Tea Party by Laurie O’Neill Drums at Saratoga by Lisa Banim B. Franklin, Printer, Inventor, Statesman by David A. Adler George Washington’s Socks by Elvira Woodruff Guns for General Washington: A Story of the American Revolution by Seymour Reit Hard Times at Valley Forge by Joseph Martin If you Lived at the Time of the American Revolution by Kay Moore If You Were There In 1776 by Barbara Brenner Johnny Tremain by Esther Forbes My Brother Sam is Dead by James Lincoln Collier Red, White and Blue and Uncle Who?: The Story Behind Some of America’s Patriotic Symbols by Theresa Bateman Sam the Minuteman by Nathaniel Benchley George the Drummer Boy by Nathaniel Benchley Secret Soldier: The Story of Deborah Sampson by Ann McGovern Winter of Red Snow: the Revolutionary War Diary of Abigail Jane Stewart, Valley Forge,PA, 1777 (Dear America series) by Kristiniana Gregory Phoebe the Spy by Judy Berry Griffin The Fighting Ground by Avi Can’t You Make Them Behave, King George? by Jean Fritz How the U.S. Government Works by Syl Sobel Shh! We’re Writing the Constitution by Jean Fritz George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer In Their Own Words: Paul Revere by George Sullivan Paul Revere’s Ride by Shana Corey John, Paul, George and Ben by Lane Smith We the People: The Bill of Rights by Michael Burgan We the People: The Declaration of Independence by Michael Burgan America Goes to War: The Revolutionary War by Anne Todd _______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

The Revolutionary War in New York State Additional Resources: • Boston Tea Party Step Book • Q & A Flip Book about Taxes • The Proclamation of 1763 • Declaration of Independence Quiz Panels • Circle Books of Important Events • Reader Theater: The Boston Massacre • Boston Massacre Time Line Flag • Background Sheet • Immediate Causes of the War • The Boston Massacre • The Boston Tea Party • The First Continental Congress • Early Battles • The Second Continental Congress • Map It Out • The Declaration of Independence • Saratoga: The Turning Point • Foreign Help • Women and Children in the Revolution • American Revolution WebQuest • Historical Figure Diamante • Revolutionary War Wordsearch

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 4 •

Unit 4 Revolutionary War Test Name __________________________ Date _____________ Directions: Circle the word that best completes each sentence. 1. The British _____________ made laws for all British people. A. Loyalists C. Colonists B. Parliament D. Governors

2. Many American colonists wanted _____________, or the right to make their own laws. A. Allies C. self-government B. Quarter D. Minutemen

3. A _________________ is a tax on goods brought into a country. A. repeals C. boycott B. congress D. tariff

4. Many colonists believed that there should be “no taxation without ___________________” A. representation. C. redcoats. B. consequences. D. treason. 5. The Sugar Act was passed because Parliament decided that the colonies should ______________ A. buy enough sugar from Britain. B. grow more sugar. C. export more goods to Britain. D. help pay for the French and Indian War. 6. The Proclamation of 1763 made it illegal to ____________________ A. import sugar to North America. B. Settle west of the Appalachian Mountains. C. Send petitions to Parliament. D. Call a British soldier a “redcoat.”

7. Many colonists were angered by the Stamp Act because _________ A. they had no part in making this tax law B. the colonies needed more post offices. C. it sent British soldiers to cities along the coast. D. the Loyalists did not have to buy the stamps. 8. What were some of the causes of the Revolutionary War? A. The Boston Tea party. B. The Boston Massacre. C. Neither A or B. D. Both A and B. 9. One way the colonists protested against the British government was to _____________________________. A. quarter British soldiers in their homes. B. close Boston Harbor C. boycott British goods. D. support the Intolerable Acts.

10. The first shots of the Revolutionary War were fired at _________ A. New York. C. Lexington B. Boston Harbor. D. the Cumberland Gap.

11. Americans who wanted ______from Britain were called Patriots. A. independence C. weapons B. soldiers D. supplies 12. ________________ would not choose either side in the Revolutionary War. A. Loyalists C. Neutralists B. Regiments D. Mercenaries

13. The end of the Revolutionary War was marked by ________ A. The Battle of Saratoga. C. The surrender of General Cornwallis B. The Battle of Yorktown. D. The Battle of Long Island

14. George Washington was made the leader of the Continental Army by the _____________________ A. House of Burgesses. C. Minutemen. B. British Parliament. D. Second Continental Congress. 15. Which A. B. C. D.

of these statements best describes the Continental Army? Its soldiers were mercenary soldiers. Its soldiers were professional soldiers. Most of its soldiers were inexperienced and untrained. Most of its soldiers were well trained and had military experience.

16. The Declaration of Independence was written by ____________. C. Peter Freeman. A. Patrick Henry. B. Thomas Jefferson. D. Nancy Ward. 17. The enslaved Africans who enlisted in the Continental Army _________________ . A. taught the untrained soldiers how to fight. B. supported the Loyalists. C. were promised freedom after the war. D. were all killed in the Boston Massacre. 18. Sequence these events using the following graphic organizer: • • • •

The Declaration of Independence was signed Passage of the Intolerable Acts The Battle of Saratoga The British surrendered at Yorktown

1st __________________________________________________ 2nd__________________________________________________ 3rd__________________________________________________ 4th__________________________________________________

19. One day, the governor entered a blacksmith’s shop. The blacksmith immediately stated, “I have to charge you more to shoe your horses, because of King George’s unfair taxes.” “How dare you speak about your King in such a way!” replied the Governor. • •

Who is the Loyalist? How do you know? Who is the Patriot? How do you know?

Who do you support? Why? Be sure to give specific examples. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Industrial Growth, Expansion, and Urbanization Essential Question How did New York’s history and development play a role in shaping the new nation?

New York State Standards and Content Understandings: Students will understand that:

Overview

1 SS

2 SS

History of the United States and New York State • Immigrants made important contributions to New York State and the United States of America. • In the late 1800s and early 1900s, the number of immigrants coming to New York State and the United States increased dramatically. • People migrated to the United States for such reasons as poverty, hunger, and/or a lack of freedom in their homelands.

World History • People migrated to the United States for such reasons as poverty, hunger, and/or a lack of freedom in their homelands.

Geography • There were many geographic reasons why New York State became a leading manufacturing center. • After World War II, thousands of people moved from rural areas to the urban areas of New York State. _______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Overview

Industrial Growth, Expansion, and Urbanization

Economics • During the 1800’s, new inventions changed the ways Americans traveled and communicated with each other. • The Industrial Revolution significantly changed the way goods were made and services delivered. • The people of New York State are economically interdependent. • The Labor Movement struggled to improve working conditions for children and adults.

Essential Questions: • How did advances in transportation, communication, and technology in the 19th century change the United States? • How did changes in transportation affect industrialization and expansion? • What impact did the immigration of the late 19th century have in New York State? On various cities and towns? • What contributions did immigrants make to New York State? • How did the development of factories and industrialization impact New York State? • What industries grew in New York State? • What were the relationships between geographic factors, industrialization and expansion?

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Overview

Industrial Growth, Expansion, and Urbanization

New York State Performance Indicators: Students will know: • The different ways the transportation, communication, and technology revolution in the 19th century changed the ways Americans traveled and communicated with each other. • The significance of the development of the Erie Canal to industrialization and expansion in New York State and New York City. • The impact immigration of the late 19th century had on New York State and on various cities and towns. • The contributions immigrants made to New York State and the United States of America. • Ellis Island was an entry point or gateway for immigrants in the 19th century and the reasons people migrated to the United States of America. • The impact the development of factories and industrialization had in New York State. • The industries that grew in New York State. • The relationships between geographic factors, industrialization, and expansion had on New York State and the United States of America. • The economic, political, and social impacts of rural to urban migration. • The different ways the people of New York State are economically interdependent. • The working conditions for children and adults improved because of the Labor Movement.

Vocabulary: artifact assimilate citizenship customs culture deport Ellis Island ethnic expansion heritage

immigrant immigration industrialization labor labor union line boats manufacture migrate packet boat poverty

raw materials rural steamboat tenement transportation urban urbanization

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Overview

Industrial Growth, Expansion, and Urbanization

Skills: Students will be able to: Map and Globe Skills • Draw and label the Erie Canal and cities along its route on a New York State map. • Draw and label railroad lines of the 1800’s and the cities they connected. • Label their countries of origin on a class map. Research and Writing Skills • Create a mural or a series of pictures depicting the Erie Canal in the 1800’s. • Write articles that describe travel by train, steamboat, or packet boat. • Create posters to advertise travel on steamboats, railroads, and the Erie Canal. • Write a family travel log of coming to America. • Dramatize or read aloud a play. • Role-play the immigration process at Ellis Island. Thinking Skills • Compare and contrast different modes of transportation. • Identify inventions of the 1800’s. • Identify the contributions immigrants made to New York State and the United States of America. • Diagram how the steam engine works with captions. • Compare and contrast the immigrants of the past and present. Graph and Image Analysis Skills • Interpret, draw conclusions, and make predictions using graphs, tables, cartoons, paintings, and photographs. • Illustrate and create a timeline of an invention. • Make a graphic showing how raw materials become manufactured goods. Interpersonal and Group Relation Skills • Create an illustrated dictionary of terms. • Cooperate to accomplish goals. • Participate in group planning and discussion. • Assume responsibility for carrying out tasks.

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Industrial Growth, Expansion, and Urbanization Task Title: Immigration - Late 1800’s DBQ

Assessment Evidence

Performance Task Overview:

The following question is based on the accompanying documents (1-5), some of these have been edited for the purpose of this task. This question is designed to test your ability to work with historical documents. As you analyze the documents, take into account both the source of the document and the author’s point of view.

Directions: • Write a well-organized essay that includes an introduction with a topic sentence that answers the essay question (or thesis statement), a body with several paragraphs explaining and supporting your answer and a conclusion. • Analyze the documents. • Use evidence from documents to support your answer. • Include specific related outside information. Historic Background: Between 1861 and 1914 almost 30 million people came from Europe to the United States. This increase in immigration to the United States had many effects. Task: • For Part A, read each document carefully and answer the question or questions after each document. • For Part B, use your answers from Part A, information from the documents, and your knowledge of social studies to write a well organized essay. In the essay you should explain how the arrival of immigrants changed life in the United States of America during the late 1800’s.

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5

Overview

Industrial Growth, Expansion, and Urbanization

Performance Outcomes/Products: • Rubrics for self evaluation • Oral presentation • Venn diagram • Invention project • Maps • Graphic organizers • Political cartoon analysis • Constructed response questions • Family travel log • Essay

Other Evidence: • Quizzes • Tests • Prompts • Work samples • Teacher questioning and observation • Constructed response questions

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Industrial Growth, Expansion, and Urbanization

Learning Activities

Learning Experiences and Instruction: • Begin with a carousel activity. The students are cooperatively grouped and proceed to different areas of the classroom. As they tour the room, they will write their prior knowledge of the following terms: Industrialization, Immigration, Urbanization and Expansion. Suggestion: Use chart paper and different colored markers for each group.

Industrialization: • Industrial Revolution: New York Adventures in Time and Place pages 178 - 179, History Alive! page 208. • Read New York’s Industry: The Expansion of an Industrial Economy , by Kathleen Collins (Primary Source books). Use corresponding Map Activities (see attachments 1.1-1.3). • Use the Visual Discovery technique from History Alive! (see attachments 2.1-2.6 for explanation). Make an overhead of the attached photographs from Lewis Hine. Afterwards, discuss attached reading with children (see attachments 2.7-2.11). • Inventions: New York Adventures in Time and Place pages 216 -217. • Labor: New York Adventures in Time and Place pages 218 - 219. • Clock Activity: Have the students make a clock using the assembly line (see attachment). • Invention Project: Students choose one invention that was made in the late 1700's and the early 1800's. Illustrate the invention. Make a time line with the drawings (see attachment 4.1).

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Learning Activities

Industrial Growth, Expansion and Urbanization

• Industrial Revolution Power Point Quiz: Use this website http://polk.k12.ga.us/cherokee/The%20Industrial%20Rev%20CRCT.ppt (see attachments 5.1-5.2) Immigration: • Preview If Your Name Was Changed at Ellis Island by Ellen Levine. Students work in groups to predict the answers to the questions in the table of contents. Students will then look through the book to check their answers. • Immigration Reading: New York Adventures in Time and Place pages 182-183, 222 - 227.

• Virtual Tour of Ellis Island: http://teacher.scholastic.com/activities/immigration/tour/index.htm • Immigrations Word Search: Use to reinforce Vocabulary (see attachment 6.1). • Images from the Factories: (see attachments 7.1-7.3). • Immigration Simulation: This is a simulation of the immigration process experienced by millions of people who came through Ellis Island during its peak years. By playing the roles of immigrants, students will have an opportunity to experience what was felt by those entering the United States (see attachment 8.1-8.10). • Ellis Island WebQuest (see attachment 9.1-9.6). • Statue of Liberty Reading: New York Adventures in Time and Place pages 227. • Statue of Liberty political cartoon and Evaluate That Document worksheet (see attachments 10.1-10.4). • Use Constructed Response Questions to reinforce material: • Population of Buffalo 1810-1850 (attachment 11.1) • Major Immigrants in NY (attachment 11.2) • European Immigration 1821-1995 (attachment 11.3) • Contribution of Immigrants (attachment 11.4) _______________________________________ Fourth Grade • Half Hollow Hills • Unit 5

Learning Activities

Industrial Growth, Expansion and Urbanization

• Triangles Are Not Bad!: Students read aloud or dramatize a play in which a variety of shapes isolate themselves from one another as they proclaim their individual superiority (see attachment 12.1-12.4). • Family Travel Log: Students research where their family came from (see attachment 13.1). • Mapping Your Past: Map the places the class and their ancestors came from (see attachment 13.1). • Tenement Life: Learn about tenement life through pictures and websites (see attachments 14.1-14.26. Transportation Revolution/Expansion: • Transportation Revolution: Read pages 166 - 173 in New York Adventures in Time and Place. Have students make posters to advertise travel on steamboats, railroads and the Erie Canal. Compare these different modes of transportation. Have students make diagrams that explain how the steam engine works, encourage them to add captions. Read pages 174-175 in New York Adventures in Time and Place. • Expansion Reading: New York Adventures in Time and Place pages 214 - 215. • The Brooklyn Bridge Reading: New York Adventures in Time and Place pages 228 - 229.

• History of the Erie Canal Movie: • www.epodunk.com/routes/erie-canal/# • PowerPoint Presentation on The Erie Canal: • www-fcms.syr.edu/fac_dev/fac_showcase/clemence/erie_canal/sld002.htm • Constructed Response Question: 19th. Century Transportation (see attachment 15.1).

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Learning Activities

Industrial Growth, Expansion and Urbanization

• Have students pretend to be reporters in the 1800’s and write articles that describe travel by train, steamboat, or packet boat. • Have students draw a mural or a series of pictures depicting the Erie Canal in the 1800s. Include packet boats, line boats, goods shipped, canal-side stores, and bridges.

Additional Resources: Maps of New York The Potato Famine Visual Discovery: Immigrants Arriving in the United States Compare and Contrast: Immigrants of the Past and Present

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Learning Activities

Industrial Growth, Expansion, and Urbanization

Interdisciplinary Connections: Arts

Put together a collection of political cartoons and photographs that were used by reformers during this period and discuss the cartoonists’ and photographers' point of view Ads or posters to suggest that people move to or visit rural, urban, and suburban communities Make a graphic or poster showing how raw materials become manufactured goods An ethnic festival that includes foods, music, and dance Draw a poster depicting the life of a child laborer

Science

Explore the technology/inventions that made industrial growth and expansion possible

English Language Arts

Illustrated dictionary Research reformers of the period Role-play reformers giving a speech at a rally or speaking at a meet the press function Write editorials representing the viewpoints of concerned citizens or parents who need their children’s wages to survive Write speeches or persuasive essays about immigration and urbanization Read short stories and diaries that depict the immigrant experience Share customs and traditions of their heritage with classmates

Mathematics

Graph statistics showing the movement of goods on the Erie Canal in comparison to the movement o goods by train from 1830 to 100 Graph the the numbers of immigrants from major countries in the 19th century Graph the population shifts in the different areas over time Look for trends and find reasons for the shifts _______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Industrial Growth, Expansion, and Urbanization Trade Books:

Resources

Immigration:

Dreaming of America by Eve Bunting Ellis Island: New Hope in a New Land by William Jay Jacobs If Your Name Was Changed at Ellis Island by Ellen Levine How My Family Lives in America by Susan Kuklin Immigrant Kids by Russell Freedman Journey to Ellis Island: How My Father Came to America by Carol Bierman Where Did your Family Come From? by Melvin and Gilda Berger Long Way to a New Land by Joan Sandin Life Stories of Undistinguished Americans, As Told by Themselves by Hamilton Holt Who Belongs Here: An American Story by Margy Burns Knight Coming to America: The Story of Immigration by Betsey Maestro Britta’s Journey: An Immigration Saga by Anne Marie Gershon Peppe the Lamplighter by Elisa Bartone Molly's Pilgrim by Barbara Cohen Immigrant Girl: Becky of Eldridge Street by Brett Harvey A Very Important Day by Maggie Rugg Herold The Witch of 4th Street and Other Stories by Myron Levoy Irish Immigrants by Timothy J. Paulson and Robert Asher Italian Immigrants by Michael Burgan and Robert Asher Coming to America: The Kids’ Book About Immigration by David Fassler Meet Samantha:An American Girl (American Girls Collection) by Susan Adler The Tenement Writer: An Immigrant Story by Ben Sonder

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Resources

Industrial Growth, Expansion, and Urbanization

Erie Canal:

The Amazing Impossible Erie Canal by Cheryl Harness The Story of the Erie Canal by Conrad Stein and Keith Neely The Erie Canal by Samuel Hopkins Adams Building America: The Erie Canal by Craig and Katherine Doherty The Erie Canal Pirates by Eric Kimmel and Andrew Glass Timmy O'Dowd and the Big Ditch: A Story of the Glory Days on the Old Erie Canal by Len Hilts The Erie Canal: A Primary Source History of the Canal That Changed America (Primary Sources in American History) by Janey Levy The Amazing Erie Canal And How a Big Ditch Opened Up the West (The Wild History of the American West) by Wim Coleman

Labor Movement:

Rachel and the Riot: The Labor Movement Divides a Family (Sisters in Time) by Susan Martins Miller Fire!: The Beginnings of the Labor Movement (Once Upon America) by Barbara Diamond Goldin and James Watling The Story of Child Labor Laws (Cornerstones of Freedom) by R. Conrad Stein Elizabeth Bloomer, Child Labor Activist (Young Heroes) by Jennifer Reed Kids at Work: Lewis Hine and the Crusade Against Child Labor by Russel Freedman Mother Jones: Labor Leader (Graphic Biographies) by Connie Colwell Good Girl Work: Factories, Sweatshops, and How Women Changed Their Role in the American Workforce by Catherine Gourley Kids on Strike by Susan Campell Bartoletti Mother Jones and the March of the Mill Children by Penny Colman No Time for School, No Time for Play: The Story of Child Labor in America by Rhonda and William Cahn Workers’ Struggles, Past and Present edited by J.R. Gus Hall

Industrial Revolution:

The Industrial Revolution (Cornerstones of Freedom. Second Series) by Mary Collins The Industrial Revolution in American History by Anita Louise McCormick Kids During the Industrial Revolution by Lisa A. Wroble The Working Life - A Sweatshop During the Industrial Revolution by Adam Woog _______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Resources

Industrial Growth, Expansion, and Urbanization

Internet Sites: http://www.tenement.org/ http://usmint.gov/kids/timemachine/E6/erastory.html http://www.studyzone.org/testprep/ss4topic.cfm?TopicID=240 http://www.enchantedlearning.com/inventors/1800a.shtml http://www.mce.k12tn.net/nation_grows/activities_8.htm http://www.kathimitchell.com/west.htm http://library.thinkquest.org/5237/ http://teacher.scholastic.com/activities/immigration/tour/index.htm http://teacher.scholastic.com/activities/immigration/index.htm http://pbskids.org/bigapplehistory/index-flash.html http://polk.k12.ga.us/cherokee/The%20Industrial%20Rev%20CRCT.ppt (Multiple Choice Quiz on Power Point Presentation)

_______________________________________ Fourth Grade • Half Hollow Hills • Unit 5 •

Name: _____________________________________

Growing and Changing Cities 1- On page 3, you read that mechanization changed farming by reducing the amount of work done by hand, meaning more work was done by machines. What did this mean for farmers? List one pro and one con of mechanization for farmers. ____________________________________________________ ____________________________________________________ ___________________________________________________ 2- Look at the graph on page 3. You will notice that New Yorkâ&#x20AC;&#x2122;s population in 1910 is more than double the population of Chicago or Philadelphia. In your opinion, why do you think this is? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 3- As immigration increased, immigrants were willing to work for much less money. What did this mean for American workers? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

4- The population of cities grew rapidly. As more people arrived, more people needed housing. What was the solution to this problem? (page 6) ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

5- Overcrowding created many problems in the cities. What were two of these problems? ____________________________________________________ ____________________________________________________ ____________________________________________________

6- Using the problems you listed in question 5, describe two ways individuals, organizations, and the government tried to solve these problems. Use pages 7 â&#x20AC;&#x201C; 9 to support your answer. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

7 – Due to the increasing population and decreasing space, New Yorker’s faced “growing pains”. How did the invention of the elevator and affordable steel create more space in the city? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

8 – As you read on page 12, some people who worked in New York City lived elsewhere, making it necessary for them to use ferries as transportation. The ferry boats used to transport people were getting overcrowded. How was the creation of the Brooklyn Bridge an answer to this problem? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

9 – On page 14, you read about new modes of transportation. What were they and how did they impact the number of people that could move throughout the city? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Use the timeline of pages 14 and 15 to help you answer question 10. 10 â&#x20AC;&#x201C; Choose one event from 1840 â&#x20AC;&#x201C; 1880 that you feel is extremely important in changing city life in the United States and explain its importance. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

11 â&#x20AC;&#x201C; What are some of the similarities between cities in the 1800s and cities today? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________